scholarly journals Accommodating culture and cultural diversity in online teaching

2007 ◽  
Vol 23 (4) ◽  
Author(s):  
Annegret Goold ◽  
Annemieke Craig ◽  
Jo Coldwell
Keyword(s):  
Learning Styles ◽  
Cultural Diversity ◽  
Cultural Difference ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Attitudes ◽  
Online Environment ◽  
Prior Learning ◽  
Long Time ◽  
And Gender

<span>The term 'culture' has been in common use for a long time. However there is no universally accepted definition and hence it is important to define clearly what culture means in a particular research context. The research reported here is part of a project undertaken at a large Australian university in late 2005. The overall aim of the project was to identify the characteristics of culture and cultural diversity, and to consider how these manifested themselves when teaching and learning in an online environment. This paper reports on particular outcomes from the second stage of the project. This involved conducting focus groups with experienced academics and educational developers of online units. The aim was to gain an understanding of culture and cultural difference in the online environment and to consider what strategies were effective in teaching a culturally diverse cohort of online students. The findings from the focus group sessions were benchmarked with other external faculty. The cultural factors of ethnicity and language, attitudes to educational learning, education and prior learning, learning styles and socio-economic background were well supported by the external faculty. However the factors of religion and gender were not supported. Practices for accommodating such cultural differences amongst students within the online class are presented.</span>

Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses

2021 ◽  
pp. 60-83
Author(s):  
Nikleia Eteokleous ◽  
Rita Panaoura
Keyword(s):  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Digital Learning ◽  
Online Environment ◽  
Learning Tools ◽  
Education Faculty ◽  
Faculty Experiences ◽  
Online Teaching And Learning

In this chapter, the two authors co-construct meaning of their individual lived experiences as education faculty engaging in online teaching and learning. It highlights each faculty unique experiences facilitating graduate student learning in an online environment. Co-construction of meaning centers on pedagogical approaches, program design and focus, reflection of faculty-self experiences, employment of digital learning tools, and utilization of best practices of each faculty experience with teaching and learning in an online environment. This narrative is co-constructed following a collaborative autoethnographic approach by two faculty, whereby the central descriptions of each faculty member is situated in one's lived experiences and rich story of facilitating and instructing courses in an online learning environment. The faculty experiences are mainly derived from teaching graduate courses offered by a department of education. The research method in presenting two self-reflective narratives in online teaching and learning extends to doing “collaborative autoethnography.”

scholarly journals The prevalence and characteristics of online assessment in Australian universities

2006 ◽  
Vol 22 (1) ◽  
Author(s):  
Rod Byrnes ◽  
Allan Ellis
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Assessment ◽  
Online Environment ◽  
Online Teaching And Learning ◽  
Course Content ◽  
Face To Face ◽  
The University ◽  
Australian Universities

<span>Assessment is one of the key elements of the teaching and learning process. It provides teachers with a means of evaluating the quality of their instruction. Students also use it to drive and direct their learning. Online teaching and learning will continue to become more important to Australian universities in order for them to remain competitive and economically viable. In the online environment, assessment is no less critical than in traditional face to face environments. However, assessment risks being overlooked or at least marginalised in the rush to place course content online. This paper provides a snapshot of the prevalence and characteristics of online assessment in Australian universities during 2004. It highlights useful information regarding the use of online assessment in the university sector and illustrates that overall this crucial area is not being given the attention or resources it requires.</span>

scholarly journals THE INFLUENCE OF ONLINE TEACHING ON FACE-TO-FACE TEACHING PRACTICES

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Norma I. Scagnoli ◽  
Lydia P. Buki ◽  
Scott D. Johnson
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Educational Practice ◽  
Teaching Experience ◽  
Faculty Training ◽  
Pedagogical Practices ◽  
Online Environment ◽  
Pedagogical Strategies ◽  
Face To Face

The integration of online technologies in educational practice is rendering new opportunities for teaching and learning. It is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear whether direct exposure to fully online teaching facilitates the integration of technology in traditional classrooms. This qualitative investigation examined the transfer of four experienced faculty members’ pedagogical practices from online to face-to-face teaching. Results of this case study show that (a) the instructors’ online teaching experience influenced their perceptions and understanding of online pedagogical strategies, and (b) the transfer of pedagogical strategies back to the classroom is a complex process influenced by the instructors’ teaching style, satisfaction with working in the online environment, and the similarity of content and context between online and face-to-face courses. These findings have the potential to inform innovations in faculty training and development and to promote further research in this area.

scholarly journals Exploring Writing Individually and Collaboratively Using Google Docs in EFL Contexts

2017 ◽  
Vol 10 (10) ◽  
pp. 10 ◽  
Author(s):  
Jawaher Alsubaie ◽  
Ali Ashuraidah
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Academic Writing ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Learning Tools ◽  
Google Docs ◽  
Face To Face ◽  
English Writing

Online teaching and learning became popular with the evolution of the World Wide Web now days. Implementing online learning tools within EFL contexts will help better address the multitude of teaching and learning styles. Difficulty in academic writing can be considered one of the common problems that students face in and outside their classrooms. Moreover, because the young learners today are digital native, integrating online learning tool with their learning is needed. This research was conducted to analyze students’ achievements by submitted tasks using both face-to-face setting for the pre individual and collaborative tasks, and online learning environment for the post individual and collaborative tasks. The participants in this study were a class of Arabic major from a college in Saudi Arabia. The research was searching for the differences between the students’ individual and collaborative work using Google Docs, and discerning the students’ perspectives toward collaborative work with Google Docs on English writing tasks. To explore the integration effectiveness; pre and post-questionnaires, pre and post written tasks, students’ portfolio, a customized rubric for test scores, and post interviews were conducted to test and analyze the outcomes. Results show significant increase in the students’ scores using Google Docs. Further, the results were consistent as that students perceived Google Docs as a useful tool for both individual and group work.

scholarly journals A brief analysis of eLearning educational services in pandemic crisis

2021 ◽  
Vol 343 ◽  
pp. 11011
Author(s):  
Ioana Petre
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Resource Planning ◽  
Educational Institutions ◽  
Educational Services ◽  
Online Environment ◽  
Human Interactions ◽  
Educational Domain ◽  
Innovative Solutions

The paper presents an analysis of the online education, in the pandemic crisis. Technology provides innovative solutions in the human interactions and the education should benefit by these. The pandemic crisis we all are passing forced education actors to reconsider teaching and learning using online learning. ELearning has an increased importance in these moments, so, in this paper is made an analysis of the strengths and weaknesses of this type of education, as well as the opportunities and threats that may occur. Some challenges were identified that the crisis came with, in educational domain. The results highlighted that the strategy that should be adopted by the educational institutions must be based on an intensive use of the educational platforms in online environment. Some proposals has been made such as the need for quality improvement activities in online teaching or a resource planning for saving time and optimizing the organizational learning process.

scholarly journals THE COVID-19 PANDEMIC AND THE ONLINIFICATION OF TEACHING AND LEARNING

2021 ◽  
Vol LXIX (1) ◽  
pp. 93-109
Author(s):  
Adrian Năznean
Keyword(s):  
Online Education ◽  
Digital Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Transformation ◽  
Course Delivery ◽  
Ethical Behaviour ◽  
Online Environment ◽  
Learning And Teaching ◽  
Virtual Setting

Online education is of various types and can be defined in numerous ways. Over the last few decades, online education has gained popularity, but has also been regarded with reluctance and scepticism as to the benefits it may have. The COVID- 19 pandemic was declared on the 11th of March 2020 and forced many countries to impose lockdowns and restrictions. As such, several activities were shut down, schools and universities were closed, thus, the need for rapid solutions arose. Since the online environment was there for the taking, physical classrooms were virtualised overnight, homes became learning and teaching spaces for students and educators, whereas the latter were faced with adapting content and transferring it in order to suit its delivery via online platforms. With little to no experience in online education, educators sought to find ways to continue their work bringing emergency modifications. Although digital transformation is not a new phenomenon, the transit from physical classrooms to online ones has been and still is a rough learning curve for many educators. Apart from optimising digital technology to apply to education, another difficult task of any online teacher is to keep students motivated and involved, which can be achieved in different ways. This article discusses methods of content and course delivery, the technology-induced problems that online teaching implies, assessment, ethical behaviour in a virtual setting, and the risk of cheating in online examinations, as well as ways of preventing cheating. Nevertheless, the abrupt onlinification of education may lie at the basis of future exploration and research.

scholarly journals Deakin Online: An Evolving Case Study

10.28945/2795 ◽  
2004 ◽  
Author(s):  
Jo Coldwell ◽  
Douglas Newlands
Keyword(s):  
Management System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Large Scale ◽  
Online Training ◽  
Learning Support ◽  
Online Environment ◽  
Virtual Campus ◽  
Support Unit

This paper describes the planning, implementation and current progress of the Deakin Online Project which aims to establish a virtual campus for Deakin University. The project is built upon the WebCT Vista© learning management system. Strategies for eTeaching and eLearning are analysed and the dangers and opportunities are identified. Approaches to the preparation of both students and faculty for working in the online environment are discussed including online training, mentoring schemes and a dedicated teaching and learning support unit. An in-depth account of the project is presented which is potentially useful to any organization considering embarking on online teaching on a large scale.

scholarly journals Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

2013 ◽  
Vol 3 (4) ◽  
pp. 59 ◽  
Author(s):  
Perry Hartfield
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Biomedical Science ◽  
Online Teaching And Learning ◽  
Face To Face

<p>Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.</p>

scholarly journals Technology Enhanced Assessment (TEA) in COVID 19 Pandemic

2020 ◽  
Vol 36 (COVID19-S4) ◽  
Author(s):  
Rehan Khan ◽  
Masood Jawaid
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Creative Commons ◽  
Summative Assessments ◽  
Long Time ◽  
Computer Based ◽  
Method Of Assessment ◽  
Open Access Article

Online teaching and learning is not a new phenomenon. For the last many years, it has been used but mainly as a part of face to face teaching. Assessment is an essential part of teaching and learning, as it establishes the achievement of course learning outcomes. Computer-based assessment, mainly summative is in place for a long time now, however, online formative and summative assessments have been less practiced. This is because of the issues of validity, reliability and dishonesty. During the COVID 19 pandemic, the educational environment has taken a paradigm shift in many medical schools, both nationally and internationally. This situation demands a method of assessment that is safe, valid, reliable, acceptable, feasible and fair. This paper describes the different formats of online assessment and their application in formative and summative assessments during and after the COVID 19 pandemic. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2795 How to cite this:Khan RA, Jawaid M. Technology Enhanced Assessment (TEA) in COVID 19 Pandemic. Pak J Med Sci. 2020;36(COVID19-S4):---------.  doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2795 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Access, Privacy, and Gender divides in Teaching Online: Reflections from India

Journal ◽  
2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Rituparna Patgiri
Keyword(s):  
Digital Divide ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Capital City ◽  
New Delhi ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Privacy Concerns ◽  
The Past ◽  
And Gender

The entry of the COVID-19 pandemic into our lives meant that the process of teaching and learning shifted online. While issues of digital divide have been in the limelight, some other problems related to online teaching have remained under the radar. For instance, are there are any privacy concerns associated with online teaching and learning? How does one discuss sensitive matters like gender, religion and caste in an online class? Also, most importantly, how does one ‘teach’ and/or ‘learn’ during a crisis? In this piece, I wish to explore some of these issues drawing from my teaching experiences in New Delhi – India’s capital city, in the past year.

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